Negative Results of English Teaching Producedthe Idea of“the Absolute Authority of the Teachers”

1、“師道尊嚴”對當代中國英語教學的負面影響negative results of english teaching produced by the idea of“the absolute authority of the teachers”abstractas we go forward into the 21st century, the society progresses constantly, the science and technology unceasingly develops, and the international contact between countries

2、strengthens day by day. obviously, the foreign language is the essential contact tool. therefore, the foreign language teaching becomes important. looking back into the history, we see that the development of foreign language teaching has always been related to the progress of the society. so, in th

3、e study of this subject，the paper will discuss our traditional education and traditional ideas, which affect foreign language teaching in the new epoch. conclusively, we should carry forward the fine tradition and constantly explore the new ways of teaching to solve our common problems in english la

4、nguage teaching. besides, the writer will also consolidate the achievements already made in the foreign language teaching, trying to raise foreign language teaching in the country to a new level.key words“the absolute authority of the teachers”; english language teaching; negative results摘要隨著人類步入21世

5、紀，社會不斷進步，科學技術不斷發(fā)展，國際間的交往日益加強，外語成為不可缺少的交往工具，因此，外語教學就顯得更為重要?；仡櫄v史，外語教學的發(fā)展從來都是與社會發(fā)展進步密切相關的。作者通過對本課題的研究，探討傳統(tǒng)教育、傳統(tǒng)觀念對新時期外語教學所產生的影響，旨在弘揚優(yōu)秀的傳統(tǒng)理念，不斷探索新時期新的教學模式，解決我國英語教學普遍存在的某些問題，鞏固外語教學已取得的成績，使外語教學水平上一個新臺階。關鍵詞“師道尊嚴”; 英語教學; 負面影響introductionchina is a large country, and the task of foreign language teaching is

6、very heavy. because of the imbalance in economic development, the situation of foreign language education varies greatly. due to various reasons, such as the traditional concepts of education and evaluation system, in addition to language teaching skills focusing not on the use of language but knowl

7、edge intake, and the content far from social life, the teaching lacks changes and innovation. the teacher-student relationship is orientated toward “the absolute authority of the teachers” and teachers have absolute authority, while students have absolute obedience, which leads to a teacher-centered

8、 classroom situation with students passively accepting what the teacher says. therefore, the spoon-fed teaching appears in english classroom. its contrary to the effective and new english teaching concepts in this era. so, the issue is that we should base the teaching on reality, recall our traditio

9、nal education model, analyze the general features of english language teaching, discuss the english methods commonly used in english language teaching, establish new teacher-student relationship, and explore new models of english language teaching.ithe definition of “the absolute authority of the te

10、achers”nowadays, with the improvement of our teachers status, the question about “the absolute authority of the teachers” has been brought into focus among people. recently, opinions vary from person to person. some people contend that its necessary for us to advocate “the absolute authority of the

11、teachers”. today，others maintain that we should abandon it because its obsolete. anyway, its absolute necessary for us to think it over and make deep research before giving a conclusion.athe origin of “the absolute authority of the teachers”in fact, “the absolute authority of the teachers” is not a

12、simple expression, which has passed through thousands of years with a long history. during this time, the denotation and connotation become gradually perfect and are developed. at present, its not only a simple conception but also a cultural emotional tie that lies across national peoples heart firm

13、ly. no matter you object or support this idea, in fact, the emotional tie of “the absolute authority of the teachers” is hided in your heart deeply. the point is that people view this problem from different angles. therefore, we can not define it rashly and separate it from historical, cultural situ

14、ation. in contrast, we have the obligation to view its development, explore social morality and nations psychology. as long as we do like that, we can master the meaning of “the absolute authority of the teachers” completely.it is usually said that “the absolute authority of the teachers” comes from

15、 “the book of rites-learning”, in which, it says when teachers are respected, knowledge is respected, people will put their attention to the learning; “the absolute authority of the teachers” refers to teacher, knowledge, respect and strictness. it emphasizes that teachers should be strict with stud

16、ents, and students should respect knowledge undoubtedly.b “the absolute authority of the teachers” in chinese traditional culture1. a strict teacher produces outstanding studentswhy was the “strict teacher” highly respected? in the traditional cultural context, the “strict teacher” was paid good att

17、ention to. there is a saying “a strict teacher produces outstanding students” which has been the most important standard to measure a teacher. it is different from the demands of the teachers in modern society. although we want the teachers to set strict demands on students, we will never hold that

18、being “strict” is the most important and main criteria. maybe in modern society, it is almost impossible for us to understand the ideas of ancient people. if you were in the shoes of the ancient people, you would understand their “strict teachers” circumstances in such social environment. in ancient

19、 times, productive forces was very low, the exchange of information, and cultural transmission channels were also limited. knowledge was monopolized by a handful of privileged learners-such as bachelors and officials. so they shared and transmitted knowledge. the ordinary people wanted to learn know

20、ledge; the only way was to regard them as teachers, by following their teachings. strict is a manifestation of hegemony. throughout history, we can easily find that the lower level of social productivity, the more serious the monopoly was. in modern society, in the particular information age, inform

21、ation exchanges and cultural dissemination channels have greatly enriched. people can also acquire knowledge easily without teachers. therefore, since the breakup of monopoly, the hegemony of teachers has also constantly faded. a “strict teacher” is bound to uphold the absolute authority of the teac

22、hers.2. a teacher for a day is a father for a lifetimein the long chinese history, respecting teachers was considered as the fine tradition of chinese nation. teachers dominated in the process of education. theoretically, once students respected one as their teacher, they would obey him all the life

23、, and treat him like their own father. we take teachers into the sequence of “heaven and earth, monarch, and parents”. almost everyone absolutely worships it. so its easy to discover that the dignity of the teacher is high. these made many people mistakenly believe that our nation respect teachers f

24、rom the heart. however, in modern society, the dignity of teachers has been mercilessly trampled, ridiculed, scoffed. so i have to rethink the true attitude that the chinese pay to teachers. the answer is in the book of rites: learning . there is a sentence: the knowledge is given good attention to

25、provided that all teachers are respected by students, and at last all people will pursue the knowledge. in fact, with the ultimate goal of “l(fā)earning to know king”, and “teachers make people know, what is the purpose? have the ruling class been aware of the importance of “overall improvement in the q

26、uality education” in those days? i dont think so. the answer is in teachers make people know .so the people learn knowledge, in fact, it refers to politeness. “politeness” was a hierarchical order, a tool for the ruling class to maintain its rule. chinese society was built on the genetic basis of so

27、cial ethics. to maintain the normal operation of the country was huge ethical political and ethical order. “politeness” was a set of norms and standards, maintaining the state machine operating effectively. the ultimate goal of the ruling class was to make people learn such procedures, adapted to su

28、ch norms, and agreed to this thinking. finally, people eventually succumbed to the rule. of course, as a dynamic individual who would not easily succumb to it, so how should people do? this would call for teachers having the absolute authority to control the students. severe, serious, rigorous attit

29、udes promote the dissemination of this idea, and make the people stupid. in front of the so-called “teaching morality”, people were full of awe. thus, the ruling class achieved the purpose. from this we can see that the teacher” was the tool of the ruling class safeguarding the rule of the country.

30、teacher as a separate class from the monopoly of knowledge of the special working group dedicated to educating people. to accomplish their assigned tasks and inculcate the ruling class, we must give teachers a proper status as a guarantee. if there were no suitable status for teachers, the students

31、would question: why do i have to listen to teachers, what he has said will be certainly right? then the ruling class hoodwinked people through teachers. if they dont do like that, their dominant position would be threatened. therefore, the “teacher” was taken into the “heaven, earth, monarch, and pa

32、rent ethics ranks.” so, its out of the question that students should respect teacher. to sum up, “the absolute authority of the teachers” in traditional cultural context is not a real respect for teachers and education. rather, teachers and educators were used as a tool to maintain its rule, hoodwin

33、k the people, and deceive teachers teaching loyalty. it is not difficult to explain why in a few decades, we can easily subvert the ill of the absolute authority of the teachers. monopoly of knowledge has been broken completely, and teachers are no longer the only source of knowledge, people can acq

34、uire knowledge through other ways besides learning from teachers, this means that teachers as a tool is losing its value, and “the absolute authority of the teachers” has also vanished. ii. negative results of english language teaching produced by the idea of “the absolute authority of the teachers”

35、 in chinaas we all know, elt constitutes an important part in school education in china, but elt still could not keep up with the pace of the development of the country. in china, english is taught as a foreign language. how students should learn and how the teacher teaches is a serious problem. in

36、the elt classroom, the problem such as repetitive courses offered, dull teaching environments and little attention paid to developing the ability to use english make a large gap between target of using english as the media and the learning situations where english is taught and learned. this phenome

37、non owes to the effect of chinese traditional educational idea.a.the general features in english language teachingenglish language teaching belongs to language teaching and learning. language learning does not only involve acquiring knowledge about grammar, vocabulary and pronunciation systems, but

38、also involves learning a skill or a set of skills, which we learn to do like riding a bike or swimming. it needs more practice in our daily life, and in the classroom, the interaction between teachers and students is absolute necessary. therefore, students need to learn to use the language.in china,

39、 english is a foreign language; its different from our native language. of course, its very hard for us to speak the second language under every condition. in fact, the ultimate purpose of elt is to make every person communicate with each other in english fluently and easily. practically, our teache

40、rs find it easier to explain english grammar and give rules and formulas for learners to memorize. however, its not so easy for them to make every student speak oral english in the classroom. in an english language-teaching classroom, firstly, the teachers should attract students attention and inter

41、est, and if they are voluntarily paying attention, something good will probably happen. if they are showing clear interestlistening eagerly, following instructions, asking and answering questions, mostly in english- something very good will probably happen. holding the learners attention, getting th

42、eir interest and their active participation, are essential in english language teaching. secondly, the teacher should give students more opportunities to express their own ideas in english instead of trying to control what they say and interrupting them to correct their language mistakes. one regula

43、r opportunity for an extra communicative activity is the “warm-up” exercise at the beginning of each lesson. some teachers begin most lessons with a review of the language items practiced in previous lesson. thirdly, teachers should try to use interesting topics and stimulating activities, which tak

44、e the learners minds off the language, at least a little. last but not least, the teachers teaching goals and objectives should be apparent to the learners. they should feel that every activity you do with them is worthwhile. they should never feel that you are just filling time until the bell rings

45、 to end the class, or that you are going mechanically through the book or syllabus.on the other hand, the students should set communication in english as the main goal of the english learning course. english should be used for real communication in the classroom as much as possible. this means intro

46、ducing some of the english needed for routine greetings, instructions, and requests. and, depending on the overall objectives of the course, as much time as possible should also be given to realistic work on the language skills that the learners need to master ,for instance, conversation, reading co

47、mprehension, or written composition. furthermore, english learners may engage in various group tasks, such as small-group discussion of a topic, preparing a conversation, preparing a summary of a topic for presentation to another group, preparing a story that will be presented to the teacher and the

48、 rest of the class. besides, english learners should analyze and study transcriptions of target language sentences in order to focus on particular lexical usage or on the application of particular grammar rules. whats more, its important for the english learners to observe and reflect what they have

49、 learned. in the chinese environment, students should form a habit including discussion of what they have learned as well as feelings they have about how they learn english is a foreign language in china. in short, english is the second language in china, and the process of second language acquisiti

50、on is regard as a process of habit formation. that is, learning a second language means the formation of a new set of linguistic habits. imitation and practice play an important role in the process of habit-formation. thus, in order to learn english, students must try their best to practice and imit

51、ate again and again. b.the requirement of teacher-student relationship in universal english language teaching methods1. communicative language teachingas mentioned about, only by following the process of foreign language acquisition only through communication discourses can the learner acquire the s

52、econd language. according to scholars such as krashen, language learning comes about through using target language communicatively. they believe that fully successful language acquisition is a by-product of communication, of negotiating meaning, so that the traditional attitude to language learning

53、and teaching has to be completely reversed. the most obvious characteristic of the communicative approach is that almost everything that is done with a communicative intent. the teacher is concerned with the learners themselves, their feelings and ideas. the classroom activities are learner-centered

54、 because learning is more effective when the learners are actively involved in the learning process.in a communicative classroom is a facilitator of her students learning. therefore, she has many roles to fulfill. she is a manager of classroom activities. during the activities she, the teacher acts

55、as an advisor, answering students questions and monitoring their performance. in other times she might be a “co-communicator”-engaging in the communicative activity along with the students.the emphasis in clt on the process of communication, rather than mastery of language forms, leads to different

56、roles for learners from those found in more traditional second language classroom. the learners role is that of a negotiator between the self, the learning process, and the subject of learning. this role interacts with the role of joint-negotiator within the group and within the classroom. students

57、are seen as more responsible managers of their own learning. they are above communicators. they are actively engaged in negotiating meaning-in trying to make themselves understood-even when their knowledge of the target language is incomplete. they learn to communicate by communicating. their feelin

58、gs are taken seriously. also, teachers give students an opportunity to express their individuality by having them share their ideas and opinions on a regular basis. this helps students to integrate the foreign language with their own personality and thus feel more emotionally secure with it. finally

59、, students security is enhanced by the opportunities for cooperative with their fellow students and the teacher.the communicative approach is now accepted by many applied linguists and classroom teachers as the most effective approach among those in general use. it emphasizes learners needs. apart from providing a richer teaching and learning environment, first it can include wider considerations of what is appropriate as well as what is accurate, second it